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dc.contributor.authorMetli, A.en_US
dc.contributor.authorMartin, Robin Annen_US
dc.contributor.authorLane, J. F.en_US
dc.date.accessioned2019-02-21T16:03:09Z
dc.date.available2019-02-21T16:03:09Z
dc.date.issued2018en_US
dc.identifier.issn0305-7925
dc.identifier.urihttp://hdl.handle.net/11693/50079
dc.description.abstractThis paper uses mixed methods to explore perceptions of international-mindedness within two case study schools in Istanbul, Turkey: a national school with mostly Turkish students and an international school with students from many nationalities. Using a conceptual framework developed by an international education programme, the authors critically analyse pillars of international-mindedness: multilingualism, intercultural understanding, and global engagement. Findings reveal that the national school was striving to overcome limitations of homogeneity, while the international school struggled to address its assumptions that a heterogeneous population alone would be enough to encourage intercultural understanding. Neither school had developed clear conceptual links among multilingualism, intercultural understanding, and global engagement. Thus, deliberate efforts are needed to provide students with experiences that foster international-mindedness. Other researchers and educators can use this framework and associated methods to examine how international-mindedness is implemented in different schools in other regions of the world.
dc.language.isoEnglish
dc.source.titleCompareen_US
dc.relation.isversionofhttps://doi.org/10.1080/03057925.2018.1490889
dc.subjectGlobal engagementen_US
dc.subjectIntercultural understandingen_US
dc.subjectInternational educationen_US
dc.subjectInternational-mindednessen_US
dc.subjectMultilingualismen_US
dc.titleForms of support and challenges to developing international-mindedness: a comparative case study within a national and an international school in Turkeyen_US
dc.typeArticleen_US
dc.departmentGraduate School of Educationen_US
dc.citation.spage1en_US
dc.citation.epage19en_US
dc.identifier.doi10.1080/03057925.2018.1490889
dc.publisherRoutledge


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